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Education and the Growth of Knowledge : Perspectives from Social and Virtue Epistemology.
Education and the Growth of Knowledge is a collection of original contributions from a group of eminent philosophers and philosophers of education, who sketch the implications of advances in contemporary epistemology for education. New papers on education and social and virtue epistemology contribut...
| Clasificación: | Libro Electrónico |
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| Autor principal: | |
| Formato: | Electrónico eBook |
| Idioma: | Inglés |
| Publicado: |
Wiley-Blackwell,
2013.
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| Temas: | |
| Acceso en línea: | Texto completo |
Tabla de Contenidos:
- Cover; Title page; Copyright page; Contents; Notes on Contributors; Introduction: Education, SocialEpistemology and Virtue Epistemology; SOCIAL EPISTEMOLOGY AND THE AIMS OF EDUCATION; VIRTUE EPISTEMOLOGY AND THE ROLE OF INTELLECTUAL CHARACTER; THE CHAPTERS; NOTE; REFERENCES; 1: Epistemic Dependence in Testimonial Belief, in the Classroom and Beyond; 1. THE CORE ISSUE; 2. CARTESIAN EPISTEMIC AUTONOMY; 3. THE EPISTEMOLOGY OF TESTIMONY: THE CASE OF VERY YOUNG CHILDREN; 4. TESTIMONY AND TESTIMONIAL KNOWLEDGE IN EARLY EDUCATION; 5. AT WHAT SORT OF INTELLECTUAL AUTONOMY SHOULD EDUCATION AIM?
- ACKNOWLEDGEMENTSNOTES; REFERENCES; 2: Learning from Others; PRELIMINARIES; MATTERS EPISTEMOLOGICAL; MATTERS EDUCATIONAL; A. Epistemic Dependence; B. Testimony, Teaching, and Trust; CONCLUSION; NOTES; REFERENCES; 3: Anscombe's 'Teachers'; I THE CAST; II SETTING THE SCENE; III THE INTERPRETER; IV THE MEGALOMANIAC; V THE TEACHER OF PHILOSOPHY; VI TEACHING AND LEARNING; VII IN PLACE OF A FINALE; NOTES; REFERENCES; 4: Can Inferentialism Contribute to Social Epistemology?; PHILOSOPHICAL ANTHROPOLOGY, SEMANTICS AND EPISTEMOLOGY; DEVELOPMENTAL PSYCHOLOGY; KNOWLEDGE IN THE CONTEXT OF EDUCATION.
- NORMATIVE AUTHORITY-THE SOURCE OF KNOWLEDGE?NOTES; REFERENCES; 5: Epistemic Virtue and the Epistemology of Education; INTRODUCTORY REMARKS; I VIRTUE EPISTEMOLOGY AND THE EPISTEMOLOGY OF EDUCATION; II A CONTINUUM OF COGNITIVE ATTAINMENT; III CONCLUDING REMARKS; NOTES; REFERENCES; 6: Educating for Intellectual Virtues: From Theory to Practice; I THE BASIC STRUCTURE OF AN INTELLECTUAL VIRTUE; II INTELLECTUAL VIRTUES AS AN EDUCATIONAL AIM; IIA Thickening Familiar Educational Goals; IIB Rigorous and Personal; IIC Educational Meaning and Purpose; III OBJECTIONS AND REPLIES.
- IIIA Intellectual Virtues or Academic Standards?IIIB Intellectual Virtues: An Explicit Goal?; NOTES; REFERENCES; 7: Detecting Epistemic Vice in Higher Education Policy: Epistemic Insensibility in the Seven Solutions and the REF; I ARISTOTLE'S ANALYSIS OF MORAL VICE; II THE VICE OF EPISTEMIC INSENSIBILITY; III EPISTEMIC INSENSIBILITY IN THE SOLUTIONS AND THE REF; NOTES; REFERENCES; 8: Three Different Conceptions of Know-How and Their Relevance to Professional and Vocational Education; INTRODUCTION; I SKILL; Describing Skills; The Tacit Dimension of Skill; Transferability; II ADVERBIAL VERBS.
- Second-order Abilities and ThinkingIII PROJECT MANAGEMENT; IV CODA: TOWARDS OCCUPATIONAL CAPACITY; NOTES; REFERENCES; 9: The Epistemic Value of Diversity; ACKNOWLEDGEMENT; NOTES; REFERENCES; Index.